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(Editor's note: it's easy to change your subscription status from individual messages to digest version. Go to http://www.h-net.org/~highs/, and click on the link to MANAGE SUBSCRIPTION. You'll be asked for your username and the password you used to set up your subscription. If you've forgotten that, the system can issue a new password to the e-mail you subscribed under. Once you've logged in, you can then change to digest mode, which means you get one e-mail per day with all the posts made on that date. You can also use this link to change your e-mail address, start or stop your subscription, etc.--Michael H.) ----- Forwarded Message ----- From: "Barbara Blinick" <bblinick@sbcglobal.net> To: "An H-Net List for Teaching Social Studies in Secondary Schools" <H-HIGH-S@H-NET.MSU.EDU> Sent: Wednesday, January 25, 2012 8:44:14 AM Subject: Re: Flipping the US History class Hi Michael, Is there a way to get these e-mails bundled? If so, I would appreciate it! Thanks for your work, Barbara Blinick Washington H.S. San Francisco, CA ________________________________ From: Michael Hutchison <mhutch@NWCABLE.NET> To: H-HIGH-S@H-NET.MSU.EDU Sent: Wed, January 25, 2012 2:28:35 AM Subject: FW: Flipping the US History class From: Nancy Slator <nslator@juno.com> Date: Tue, 24 Jan 2012 21:32:11 -0500 To: An H-Net List for Teaching Social Studies in Secondary Schools <H-HIGH-S@H-NET.MSU.EDU> Subject: Re: Fwd: Flipping the US History class T Are there a lot of kids who would need both remedial math and SAT tutoring? In my state, if you get a mediocre state test grade you're required to take *more* math. Because we're a small school without a lot of options, we have kids placed in classes they never would have taken if the placements were based on ability. Not great this way either. -- Nancy Slator, nslator@juno.com On 1/24/2012 12:47 PM, mhutch@NWCABLE.NET wrote: > From: "Albert Eydelman"<einstini15@gmail.com> > To: "An H-Net List for Teaching Social Studies in Secondary Schools"<H-HIGH-S@h-net.msu.edu> > Sent: Tuesday, January 24, 2012 12:40:33 PM > Subject: Re: Flipping the US History class > > > I tutor poor students. Their schools stop giving them math classes after > 9th grade because they don't want to have students with lower averages. So > > instead of creating a class that teaches remedial math, they stop giving > them math classes. 2 years later i come to tutor them for SAT and they have > no math skills because they forgot it. Tell me that is not illegal? And if > > it is legal, it shouldn't be. > > Albert E. > Champ Learning > > On Tue, Jan 24, 2012 at 12:32 PM,<mhutch@nwcable.net> wrote: > >> From: "Cynthia Tun"<tunc@mahopac.k12.ny.us> >> To: "An H-Net List for Teaching Social Studies in Secondary Schools"< >> H-HIGH-S@H-NET.MSU.EDU> >> Sent: Tuesday, January 24, 2012 11:16:34 AM >> Subject: RE: Flipping the US History class >> >> >> It is no surprise to me that Bloomberg would back the scenario that you >> are describing. Certainly the lack of comprehension and attitude on the >> part of the educrats exposes their lack of experience. They do not >> understand the type of direction and focusing required by students. I find >> that seniors in HS require the same, if not more, refocusing as freshmen. >> >> As we watch our declining nation sink into the sunset; as teachers it is >> frustrating to know that the future does not hold improving situations for >> children. Rather it holds impersonal, profit making learning that only >> helps corporations. >> Ooops. Am I sounding cynical? Sorry. >> Cynthia >> >> -----Original Message----- >> From: An H-Net List for Teaching Social Studies in Secondary Schools >> [mailto:H-HIGH-S@H-NET.MSU.EDU] On Behalf Of Michael Hutchison >> Sent: Monday, January 23, 2012 7:15 PM >> To: H-HIGH-S@H-NET.MSU.EDU >> Subject: FW: Flipping the US History class >> >> From: Sasha Harris<harrissasha@hotmail.com> >> Date: Mon, 23 Jan 2012 22:49:50 +0000 >> To: Michael Hutchison<mhutch@NWCABLE.NET> >> Subject: Re: Flipping the US History class >> >> Fascinating discussion! >> >> Regarding Cynthia, here in New York City the DOE has implemented a strategy >> known as "School of One." >> >> http://schoolofone.org/schools.html >> >> So far the concept allows for a greater number of students with fewer >> teachers. Teachers act as advisers who circulate workspaces helping the >> students (mostly Middle School aged) proceed through lessons, activities, >> projects, and assessments at an unprescribed pace using computers and >> technology. The software is supposed to help pinpoint the individual needs >> of students. So far the test scores have been mixed but the idea has the >> backing of Gates and other major players in the education field. >> >> The program has yet to expand to the other subjects besides Math. As long >> as >> a computer is assessing learning, I haven't heard or seen yet how this idea >> can be scaled up to the more literacy and content-rich classes. >> >> True believers (Mayor Bloomberg, Arne Duncan) think this idea is the future >> of public schooling. As a social studies teacher the idea of expanding the >> size of a classroom rather than shrinking it terrifies me. But if students >> are learning and teachers hand off their lesson planning/assessing duties >> to >> the machines while freeing up time to act in an advisory capacity to >> students, is that such a bad thing? >> >> Thought? >> >> Sasha Harris >> Social Studies >> IS 234 Cunningham >> Brooklyn, NY >> Sent via BlackBerry from T-Mobile >> >> -----Original Message----- >> From: Michael Hutchison<mhutch@NWCABLE.NET> >> Date: Mon, 23 Jan 2012 22:20:05 >> To:<H-HIGH-S@H-NET.MSU.EDU> >> Subject: FW: Flipping the US History class >> >> From: "Tun, Cynthia"<tunc@mahopac.k12.ny.us> >> Date: Mon, 23 Jan 2012 08:55:21 -0500 >> To: An H-Net List for Teaching Social Studies in Secondary Schools >> <H-HIGH-S@H-NET.MSU.EDU> >> Subject: RE: Flipping the US History class >> >> >> I too love the idea of the flipped classroom.? I am seriously considering >> giving it a try.? However, as teachers we must remember our union >> contracts. >> We are facing an economy which will limit the number of teachers in each >> district.? There is strong discussion about online classrooms.? I am >> concerned about my union contract, and how I may sabotage the situation >> for >> my colleagues.? Has anyone had any feedback on this issue? >> Thanks, >> Cynthia Tun, MAT >> Mahopac High School >> Mahopac, NY >> >> -----Original Message----- >> From: An H-Net List for Teaching Social Studies in Secondary Schools >> [mailto:H-HIGH-S@H-NET.MSU.EDU] On Behalf Of Michael Hutchison >> Sent: Monday, January 23, 2012 5:23 AM >> To: H-HIGH-S@H-NET.MSU.EDU >> Subject: FW: Flipping the US History class >> >> From: Albert Eydelman<einstini15@gmail.com> >> Date: Sun, 22 Jan 2012 21:58:35 -0500 >> To: An H-Net List for Teaching Social Studies in Secondary Schools >> <H-HIGH-S@H-NET.MSU.EDU> >> Subject: Re: FW: Flipping the US History class >> >> >> As much as I love the idea of a flipped classroom, I see major problems >> with incorporating it into my classroom. Flipped classroom reminds me of >> my >> graduate school. You would read what is required and we would come into >> the >> class and have a discussion and analysis with the help of the professor. >> Its great, if you can get the student to do the reading. If he doesn't the >> class turns into the teacher trying to pull things out of the student, >> something the student doesn't have. >> How would you motivate the student to start doing homework, homework he >> has >> never done. I teach in a urban school, and while some major percentage of >> the kids do their homework, I would say 40% will miss at least 1 in a >> week. >> What are they supposed to do during classroom time? try to do the >> questions >> but not having listened to the lecture? do you try to show them the >> lecture >> and then start the questions after that? >> >> On Sun, Jan 22, 2012 at 6:22 PM, Michael Hutchison >> <mhutch@nwcable.net>wrote: >> >> > From: Paul Schulte<dagda2@cox.net> >> > Date: Sun, 22 Jan 2012 15:30:36 -0700 >> > To: An H-Net List for Teaching Social Studies in Secondary Schools >> > <H-HIGH-S@H-NET.MSU.EDU> >> > Subject: RE: Flipping the US History class >> > >> > Re Clay Burell's lesson on China. >> > >> > Mr. Burell, as a former fact-checker for a major educational publisher >> and >> > having read your handout on the lesson several times, I have several >> > concerns: >> > >> > 1.? There are several historical inaccuracies in the materials. >> > 2. You have grammar and spelling errors in the document. >> > 3. The questions appear to show a bias to a particular answer. >> > 4. The preface to some of the questions leaves out significant >> historical >> > information that would change the student's answer to the questions. >> > 5. This is secondary or tertiary material with a couple of instances of >> > original (translated) material. I am not sure that it qualifies as >> Document >> > Based for Confucianism, since ancestor worship is more tolerated by >> > Confucianism than required. >> > >> > >> > Paul Schulte >> > Arizona Educational Consultants >> > Gilbert, AZ >> > >> > >> > >> > -----Original Message----- >> > From: An H-Net List for Teaching Social Studies in Secondary Schools >> > [mailto:H-HIGH-S@H-NET.MSU.EDU] On Behalf Of Michael Hutchison >> > Sent: Sunday, January 22, 2012 10:59 AM >> > To: H-HIGH-S@H-NET.MSU.EDU >> > Subject: FW: Flipping the US History class >> > >> > From: Clay Burell<clayburell@gmail.com> >> > Date: Mon, 23 Jan 2012 00:52:35 +0800 >> > To: An H-Net List for Teaching Social Studies in Secondary Schools >> > <H-HIGH-S@H-NET.MSU.EDU> >> > Subject: Re: FW: Flipping the US History class >> > >> > Re: Joe's question below (assuming he was replying to me? If not, >> > apologies!): >> > >> > Hi, can you elaborate on a document based lesson? How much time do you >> > spend >> > > working with a document? Joe Taraborrelli >> > > >> > >> > I'd love to hear others' takes on this question. Me? I'm making my own >> > DBQs, >> > basically, to bring out the essential learnings and understandings key >> to >> > the narrative frame that I'm building around the entire span of China's >> > recorded history. It's a semester course, so much selection and >> rejection >> > of >> > textbook content is going on. >> > >> > Since the Shang and Zhou dynasties are as seminal to China as the Hebrew >> > and >> > Christian traditions are to the West (Confucian ritual and ideology >> trace >> > back to the Shang and Zhou), I'm spending a lot of time on those two >> > dynasties in primary source work. >> > >> > Long story short, rather than a paragraph from a textbook about the >> > importance of Ancestor Rites, I lead students through a three-page essay >> > from a secondary source about the role of music in Zhou ritual that >> > (deliciously) includes two extended texts--one from the Zhou *Classic of >> > Odes *(*Shi Jing*), another from a bronze bell inscription--that >> actually >> > narrate the ritual performance from start to finish. >> > >> > Since Confucian ethics revolve around ritual and music, not religion or >> > rules, I spent about a half hour on these three pages in class. >> Procedure >> > (and I myself wince at this too, but feel it's justified since it's so >> > crucial to understanding the next 3,000 years of China's history): >> > >> >?? 1. I read aloud once, slowly, instructing students to annotate >> anything >> >?? that strikes them (their choice), but *also* to double-underline any >> >?? word or phrase that I pause to read twice. (Why? There are key >> > repetitions >> >?? and motifs that sleepy or inattentive students can gloss over and >> miss. >> > My >> >?? reading these key passages twice, I hope, forces the discussion >> afterward >> >?? to address these key elements.) >> >?? 2. I occasionally pause with comprehension-checking questions ("Who is >> >?? the 'impersonator'?" "Who is the 'revered guest'?" "Remember who King >> Wen >> >?? and Wu are?") along the way to keep everybody from getting lost. >> >?? 3. Once I finish reading aloud, students get the essential questions >> >?? (E.g., "These rites, and the values in them, will be central to China >> for >> >?? the next 3,000 years. When Christian Europe arrives in 400 years ago, >> how >> >?? do you think Christian missionaries will react to the types of ritual >> >?? worship we see here? What is 'holy' in China that might be 'sin' to >> >?? Europeans?") >> >?? 4. We open it up and discuss from there. >> >?? 5. Homework is only to write on a team blog a minimum 14-sentence post >> >?? about one of the essential questions of the day. They comment on each >> >?? others' posts as a way of peer teaching. >> > >> > I've been timing how long it takes me to read the texts aloud before >> class, >> > and planning the length of discussion based on how many texts are >> included >> > in the day's plan. >> > >> > Here's the packet >> > <https://www.sugarsync.com/pf/D151590_2258744_607211>with the >> readings >> I >> > referenced for the session above (the Shang and Zhou Ritual text on the >> > last >> > two pages is incredibly interesting). The entire packet is a 2-lesson >> > mini-unit on the legacies of the Shang and Western Zhou. We're on a >> block >> > schedule, so that means about 2 hours in class. >> > >> > On Sun, Jan 22, 2012 at 10:35 AM, Michael Hutchison >> > <mhutch@nwcable.net>wrote: >> > >> > > Joe sent this to me as well as the list, so I am forwarding my copy to >> > > H-HIGH. >> > > >> > > Michael H. >> > > >> > > >> > > ------ Forwarded Message >> > > From: j tab<joetab24@yahoo.com> >> > > Date: Sat, 21 Jan 2012 16:45:36 -0800 (PST) >> > > To: An H-Net List for Teaching Social Studies in Secondary Schools >> > > <H-HIGH-S@H-NET.MSU.EDU>, "mhutch@NWCABLE.NET"<mhutch@NWCABLE.NET> >> > > Subject: Re: FW: Flipping the US History class >> > > >> > > Hi, can you elaborate on a document based lesson? How much time do you >> > > spend working with a document? Joe Taraborrelli >> > > >> > > >> > > Sent from Yahoo! Mail on Android >> > > >> > > >> > > >> > > >> > > >> > >? From:? Michael Hutchison<mhutch@NWCABLE.NET>; >> > >? To:?<H-HIGH-S@H-NET.MSU.EDU>; >> > >? Subject:? FW: Flipping the US History class >> > >? Sent:? Sat, Jan 21, 2012 9:18:20 PM >> > > >> > > >> > >? From: Clay Burell<clayburell@gmail.com<javascript:return> > >> > > Date: Sun, 22 Jan 2012 03:43:27 +0800 >> > > To: An H-Net List for Teaching Social Studies in Secondary Schools >> > > <H-HIGH-S@H-NET.MSU.EDU<javascript:return> > >> > > Subject: Re: Flipping the US History class >> > > >> > > I have a hard time seeing how assigning at-home readings for extension >> > > in class -- a pretty traditional approach in history classrooms, in my >> > > experience -- is not already "flipped." >> > > >> > > I've toyed with podcasting and vodcasting content as hw, and my two >> > > cents >> > > includes: >> > > >> > >?? 1. concerns that students read even less than many already do, >> possibly >> > >?? undercutting their readiness for college and adulthood generally, >> which >> > >?? expects advanced reading skills >> > >?? 2. hard-won appreciation for how time-consuming the creation of >> > > *quality*podcasts or vodcasts is, and relatedly >> > >?? 3. ditto for how counterproductive and morale-killing a poorly made >> a/v >> > >?? product is >> > > >> > > I'll add that students have overall volunteered their appreciation for >> > > image-enhanced podcasts (once I sat under a tree and recorded a >> > > spontaneous talk about Confucianism and Taoism into my iPhone voice >> > > recorder, slapped some images on top of the audio in Garageband, and >> > > that was that; another similar "walk and talk" into that machine about >> > > "what goodness means" in the different world religions). These got >> good >> > feedback ("It's interesting" >> > > is a nice review of homework, as is "it helped things make sense"). >> > > Occasionally students have emailed me special requests on topics we've >> > > covered in units since those efforts. (I just posted this entire >> > > message plus the podcasts mentioned above on my blog >> > > here<http://beyond-school.org/2012/01/22/homework-to-flip-or-to-toss/ >> > > , >> > > fyi.) >> > > >> > > But man, editing images in in Garageband takes a lot of time, and that >> > > time is just not available. >> > > >> > > I keep thinking I should go minimalist and do audio-only podcasts, and >> > > gauge student response. If still good, that's much easier to pull off. >> > > >> > > Another option I've considered is having *students* collaborate with >> > > me by finding images for the audio lectures, and making *them* edit >> > > them into AV podcasts. >> > > >> > > Another possibility is to assign a crowdsourced transcript of the >> > > lecture by having each student transcribe, say, one minute of the >> > > audio lecture. 30 students could do 30 minutes and slap it all >> > > together on a Google Doc or wiki. >> > > >> > > Okay, that was three cents--and here's a fourth: >> > > >> > > My current experiment involves not so much *flipping *homework as >> > > (almost) >> > > * >> > > ending* it.? I'm using document-based lessons in which *all reading >> > > anddiscussion is done in class *, and the only homework is a >> > > reflective blog post about the day's content on a team blog--which >> > > student team-members read and comment on with corrections, extensions, >> > > challenges, etc. I like this so far, for several >> > > reasons: >> > > >> > >?? 1. it ensures all have actually done the reading and received the >> input >> > >?? (never a certainty with hw assignments) >> > >?? 2. it clarifies the concepts and understandings in the discussions >> > >?? following the read-alouds of each document (we're reading >> > 3,000-year-old >> > >?? Western Zhou Dynasty passages from the Confucian Classics that bring >> > out >> > >?? the teachings of Confucianism more powerfully than any textbook >> > > summary >> > > can) >> > >?? 3. it eliminates the "I read it last night but forgot most of it >> after >> > >?? waking up" that is as true for many adults as it is for students. We >> > read >> > >?? and annotate based on front-loaded questions/reading purposes, take >> a >> > >?? couple of minutes to gather our impressions, and launch into talks >> > > with it >> > >?? all fresh in memory >> > >?? 4. it makes the student peer-teaching in the blog commenting more >> > >?? reliable (they read it and discussed it with the teacher's guidance, >> so >> > >?? odds are at least two in a five-person team comprehended the finer >> > points >> > >?? of the lesson and can reinforce them in blog comments) >> > > >> > > The short version: we read homework in class, discuss it in class, >> > > clarify and debate it in class--then briefly write about it at home. >> > > Hopefully this leads to less homework and deeper learning at the same >> > > time--and above all, to less aversion to school because of all that >> > homework. >> > > >> > > >> > > Clay Burell >> > > Singapore American School >> > > History of China 10-11, World History 9 >> > > >> > > >> > > On Sun, Jan 22, 2012 at 1:25 AM, Michael Hutchison< >> mhutch@nwcable.net >> > > <javascript:return> >wrote: >> > > >> > > > Hi, Michelle, >> > > > >> > > > I'm still investigating various aspects of that.? Some models have >> > > > the teacher basically providing lessons as podcasts and having >> > > > students watch that on their own time.? If a student doesn't have >> > > > the technology or Internet at home, arrangements are made for them >> to >> > view those at school. >> > > > >> > > > Class time is then reserved for projects, activities, and so on. >> > > > >> > > > Most of what I've read about early "flippers" seems to show that the >> > > > concept originated in science and math, although I can see >> > > > possibilities for the social studies area as well. >> > > > >> > > > Here are links to some of the things I've found so far: >> > > > >> > > > http://vodcasting.ning.com/ (This is the "Flipped Class Network" >> > > > Ning) >> > > > >> > > > >> > > > >> > > >> http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radi >> > > cally- >> > > > >> > > transforming-learning-536.php< >> > > http://www.thedailyriff.com/articles/how-the-f >> > > lipp >> > > ed-classroom-is-radically-%0Atransforming-learning-536.php>is an >> > > online story about the origins of >> > > > "flipping" >> > > > >> > > > >> http://mindshift.kqed.org/2011/09/the-flipped-classroom-defined/incl >> > > > udes >> > > > a >> > > > well-done graphic about flipping >> > > > >> > > > >> > > > >> > > >> http://www.usatoday.com/news/education/story/2011-10-06/flipped-classr >> > > ooms-v >> > > > >> > > irtual-teaching/50681482/1< >> > > http://www.usatoday.com/news/education/story/2011 >> > > -10-<http://www.usatoday.com/news/education/story/2011%0A-10-> >> > > 06/flipped-classrooms-v%0Airtual-teaching/50681482/1>is a USA Today >> > > story about flipping. >> > > > >> > > > There's a lot more. >> > > > >> > > > It sounds really interesting, but I want to make sure it's right for >> > > > my students (and for me) before I make the plunge. >> > > > >> > > > Michael H. >> > > > >> > > > >> > > > -- >> > > > Michael Hutchison >> > > > Social Studies Chairperson >> > > > Lincoln High School, Vincennes, Indiana >> > > > >> > > > President, Indiana Computer Educators Board of Directors List >> > > > editor, H-HIGH-S listserv >> > > > >> > > > >> > > > >> > > > On 1/21/12 12:16 PM, "Michael Hutchison"<mhutch@NWCABLE.NET >> > > <javascript:return> > wrote: >> > > > >> > > > > From: Michelle Peck Williams<mpw@qx.net<javascript:return> > >> > > > > Date: Sat, 21 Jan 2012 11:55:22 -0500 >> > > > > To: An H-Net List for Teaching Social Studies in Secondary Schools >> > > > > <H-HIGH-S@H-NET.MSU.EDU<javascript:return> > >> > > > > Subject: Re: Flipping the US History class >> > > > > >> > > > > >> > > > > What exactly do you mean by "flipping"? >> > > > > >> > > > > Michelle Peck Williams, NBCT >> > > > > AP World History& Humanities Teacher Dept Chair for Social >> > > > > Studies& Fine Arts Paul Laurence Dunbar High School, Lexington, >> > > > > KY USA mpw@qx.net<javascript:return> >> > > > > michelle.williams@fayette.kyschools.us<javascript:return> >> > > > > >> > > > > "To know what you know and know what you do not know is the >> > > > > character >> > > of >> > > > one >> > > > > who knows." >> > > > > -Kung Fuzi (Confucius) >> > > > > >> > > > > Sent from my Mac! >> > > > > >> > > > > >> > > > > >> > > > > On Jan 21, 2012, at 11:23 AM, Michael Hutchison wrote: >> > > > > >> > > > >> Everyone, >> > > > >> >> > > > >> While I don¹t want to stop the current ³help needed in developing >> > > > >> a >> > > > course² >> > > > >> thread, I did want to query the list membership regarding a >> > > > >> personal question. >> > > > >> >> > > > >> I¹m seriously considering ³flipping² my US History classes >> > > > >> starting >> > > next >> > > > >> year.?? (I¹d even like to do it before the end of the semester if >> > > > possible.) >> > > > >> Our 11th graders will be in a 1:1 environment next fall as they >> > > > >> will >> > > all >> > > > >> have iPads, and I thought flipping the classes might be a good >> > > > alternative. >> > > > >> I¹ve looked at some testimonials and groups which have discussed >> > this. >> > > > >> >> > > > >> Is there anyone in the H-HIGH-S membership who is doing this?? If >> > > > >> so, >> > > > what >> > > > >> are your experiences (good and bad)?? We already use a digital >> > > > curriculum, >> > > > >> so I think that would help us make the switch. >> > > > >> >> > > > >> Thoughts? >> > > > >> >> > > > >> Michael H. >> > > > >> >> > > > >> >> > > > >> -- >> > > > >> Michael Hutchison >> > > > >> Social Studies Chairperson >> > > > >> Lincoln High School, Vincennes, Indiana >> > > > >> >> > > > >> President, Indiana Computer Educators Board of Directors List >> > > > >> editor, H-HIGH-S listserv >> > > > >> >> > > > > >> > > > > >> > > >> > > >> > > >> > > >> > > >> > > ------ End of Forwarded Message >> > > >> > >> > >> > ------ End of Forwarded Message >> > >> > >> > >> > ------ End of Forwarded Message >> > >> >> >> ------ End of Forwarded Message >> >> ------ End of Forwarded Message >> >> ------ End of Forwarded Message >> > > > ----- > No virus found in this message. > Checked by AVG - www.avg.com > Version: 2012.0.1901 / Virus Database: 2109/4763 - Release Date: 01/24/12 > > > ____________________________________________________________ 53 Year Old Mom Looks 33 The Stunning Results of Her Wrinkle Trick Has Botox Doctors Worried http://thirdpartyoffers.netzero.net/TGL3231/4f1f69addacbb362677st06vuc ------ End of Forwarded Message
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